M    ID.Z&Tz- 


UNITED   STATES   DEPARTMENT   OF  AGRICULTURE, 

O  T*  A  T1 -C  O      r>T7>T     ATTAXTC      OUD^rTPP 


STATES  RELATIONS  SERVICE. 
A.    C.    TRUE,    Director. 


HOW  TEACHERS  IN  RURAL  ELEMENTARY  SCHOOLS  MAY 
USE  FARMERS'  BULLETIN  771,  HOME-MADE  FIRELESS 
COOKERS  AND  THEIR  USE. 

Relation  to  the  course  of  study. — The  bulletin  is  useful  in  the  cook- 
ing classes  and  provides  use  fid  correlations  for  other  school  subjects. 

Topics  for  study. — Three  topics  for  study  with  the  related  practice 
are  suggested:  (1)  The  principles  of  the  fireless  cooker,  pages  3-4; 
how  to  make  a  fireless  cooker,  pages  4-8.  (2)  How  to  use  the  fire- 
less  cooker,  pages  9-10.  (3)  Recipes  for  use  with  the  fireless  cooker, 
pages  11-16. 

Study  questions. — Topic  1 :  What  is  the  principle  of  the  fireless 
cooker  \  What  is  the  source  of  the  heat  used ?  What  crude  methods 
have  formerly  been  used  to  apply  this  principle  \  What  are  the  three 
chief  advantages  of  the  fireless  cooker?  What  other  advantages? 
What  are  the  materials  essential  for  the  making  of  a  satisfactory 
cooker  \  What  different  materials  may  be  used  for  the  outer  con- 
tainer ?  What  is  the  most  essential  requirement  as  to  this  outer  con- 
tainer? How  much  space  will  be  required?  What  are  the  essen- 
tials of  the  inner  container  and  the  cooking  utensils?  What  ma- 
terials are  best  ?  Why  should  tinned  iron  not  be  used  ?  What  sources 
of  extra  heat  may  be  used?  What  danger  may  this  involve?  What 
different  packing  material  may  be  used  ?  What  very  cheap  material 
is  good?  How  pack  the  insulating  space?  If  extra  heat  is  to 
be  used,  how  avoid  danger  of  fire  ?  What  is  best  material  ?  What 
cheaper  ?     How  insulate  the  top  ? 

Topic  2:  The  fireless  cooker  is  best  suited  to  what  foods?  How 
much  baking  may  be  done  ?  What  kinds  of  cooking  can  not  be  done  ? 
Under  what  conditions  may  different  foods  be  cooked  at  the  same 
time?  How  large  a  container  should  be  used  in  each  case?  How 
shall  foods  be  prepared  for  the  cooker?  How  long  cooked  before 
being  put  in  the  fireless  cooker  ?  How  long  shall  they  remain  in 
the  fireless  cooker  ? 

Topic  3:  Discuss  the  recipes  which  may  have  local  application. 
Which  recipes  permit  the  long-time  or  overnight  cooking?     Which 

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are  adapted  only  to  short-time  use  of  the  cooker?  How  are  soup 
stocks  prepared?  How  are  soups  made?  How  cook  breakfast 
cereals?  Fresh  vegetables?  Meat  and  vegetable  combinations? 
Dried  fruits?     Puddings  and  steamed  bread? 

Illustrative  material. — A  well-constructed  homemade  tireless  cooker 

l  should  be  examined  by  the  pupils  before  they  attempt  to  make  or  use 

one.     Plans  and  pictures  of  various  types  may  be  collected.     Kecipe 

books  and  instructions  furnished  by  manufacturers  will  be  helpful. 

Make  a  chart  containing  a  list  of  cautions. 

Practical  exercises. — This  subject  is  of  little  value  except  as  it  is 
applied  to  real  practice,  which  should  include  both  home  and  school 
work.  Fireless  cookers  may  be  made  by  pupils  either  at  school  or 
at  home.  The  cooking  of  a  school  lunch  may  be  greatly  simplified 
by  the  use  of  the  fireless  cooker.  (See  F.  B.  712.)  Soups  and  other 
warm  dishes  prepared  early  in  the  day  will  be  ready  for  the  lunch. 
The  cooking  class  should  become  skilled  in  using  this  method  of 
cooking.  Arrange  that  each  pupil  shall  practice  at  home  the  lessons 
learned  at  school,  thus  spreading  the  use  of  this  article. 

Correlations. — In  manual  training  classes  make  a  fireless  cooker. 
Have  the  plans  drawn  in  class.  In  language  classes  write  descrip- 
tions of  the  making  and  using  of  the  cooker. 

In  the  physiology  class  discuss  the  relative  food  values  of  some 
cheaper  foods  which  are  rendered  available  by  the  cooker. 

In  this  class  or  in  elementary  science  show  the  close  connection 
between  this  topic  and  that  of  refrigeration.  Pupils  should  under- 
stand that  insulation  by  means  of  nonconductors  is  the  same  in  each 
case.  Since  both  must  be  used  in  the  summer  season  it  may  be  wise 
to  lay  emphasis  on  this  application  also.  Some  families  may  profit- 
*  ably  construct  homemade  refrigerators.  Show  the  application  of 
the  same  principle  to  the  ice  house  and  to  the  thermos  bottle. 

The  re6ipes,  cost  of  material,  saving  in  fuel,  etc.,  will  provide 
interesting  problems  in  arithmetic. 

F.  E.  Heald, 
Specialist  in  Agricultural  Education. 

Approved : 

C.  H.  Lane, 

Chief  Specialist  in  Agricultural  Education. 

March  31,  1917. 


WASHINGTON  :  GOVERNMENT  PRINTING  OFFICE  :  1917 


